Relevant bibliographies by topics / Free Architecture for Remote Education

Academic literature on the topic 'Free Architecture for Remote Education'

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Published: 14 March 2023

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Journal articles on the topic "Free Architecture for Remote Education"

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Ding, Yi Fei, Tao Cheng, Ping Feng, and Gang Xu. "A Distributed Operation Architecture of MOOCs for Open Experiments." Applied Mechanics and Materials 631-632 (September 2014): 1089–95. http://dx.doi.org/10.4028/www.scientific.net/amm.631-632.1089.

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Massive Open Online Courses (MOOCs), rising in higher education recent years, is a new type of course mode, teaching mode and/or learning pattern with such outstanding features as open learning resources in free, humanistic teaching concept, remote, synchronous and interactive online learning experience, learners with huge scale, diversification of identity and levels of knowledge and independent learning. Compared with traditional education and classroom teaching, MOOCs have become a breakthrough innovation, and attracted more and more widespread concerns from society. Consequently, a distributed operation architecture of MOOCs is proposed in this paper for MOOCs sponsors and/or teachers capable of providing learners with networked open experimental platform through unattended open laboratory (UOL), so that learners are more easily enabled to span space-time boundary to carry out open experiments for deepening their understanding and mastering of theoretical knowledge, enhancing the ability of solving practical problems.
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Zárate-Moedano, Ramón, Sandra Luz Canchola-Magdaleno, and Alejandro Asvin Arrington-Báez. "Remote Laboratory, Based on Raspberry Pi, to Facilitate Scientific Experimentation for Secondary School Students." International Journal of Online and Biomedical Engineering (iJOE) 17, no. 14 (December 14, 2021): 154–63. http://dx.doi.org/10.3991/ijoe.v17i14.25525.

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The pandemic caused by COVID 19 forced education systems to offer their services remotely due to social distancing policies. This article discusses research results on the development of remote laboratory architectures to deliver scientific experimentation in the area of physics for secondary school students using desktop computers or mobile devices.The design of the remote laboratory is based on the Raspberry Pi device, using various sensors and a graphical interface through which access and communication is given.The purpose of the development of this remote laboratory is to provide teachers and students of secondary education access to the development of remote activities for scientific experimentation in physics courses, using low-cost devices and free software.
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Loukatos, Dimitrios, Nikolaos Androulidakis, Konstantinos G. Arvanitis, Kostas P. Peppas, and Eleftherios Chondrogiannis. "Using Open Tools to Transform Retired Equipment into Powerful Engineering Education Instruments: A Smart Agri-IoT Control Example." Electronics 11, no. 6 (March 9, 2022): 855. http://dx.doi.org/10.3390/electronics11060855.

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People getting involved with modern agriculture should become familiar with and able to exploit the plethora of cutting-edge technologies that have recently appeared in this area. The contribution of the educational robotics in demystifying new scientific fields for K-12 students is remarkable, but things become more challenging when trying to discover efficient practices for higher education. Indeed, there is an apparent need for pilot examples facilitating students’ professional skills acquisition and thus matching the potential of the actual systems used in the modern agricultural premises. In this regard, this work discuses laboratory experiences while implementing an automatic airflow control system of convincing size and role capable for remote configuration and monitoring. This non-conventional robotic example exploits retired electromechanical equipment, from an old farm, and revives it using modern widely available microcontrollers, smart phones/tablets, network transceivers, motor drivers, and some cheap and/or custom sensors. The contribution of the corresponding software parts to this transformation is of crucial importance for the success of the whole system. Thankfully, these parts are implemented using easy-to-use programming tools, of open and free nature at most, that are suitable for the pairing credit-card-sized computer systems. The proposed solution is exhibiting modularity and scalability and assists students and future professionals to better understand the role of key elements participating in the digital transformation of the agricultural sector. The whole approach has been evaluated from both technical and educational perspective and delivered interesting results that are also reported.
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Preobrazhensky, Y. P. "The effectiveness of the distance learning system of an educational institution." Proceedings of the Voronezh State University of Engineering Technologies 83, no. 4 (December 24, 2021): 339–43. http://dx.doi.org/10.20914/2310-1202-2021-4-339-343.

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The article discusses the features a distance learning system (LMS) organization of an educational institution, reflects modern approaches to the implementation of management decisions in educational organizations. Among the main advantages of using the LMS are free access to the training course, the adaptability and flexibility of the educational trajectory, the relevance of training, minimization of costs, simplified access to training materials for people with disabilities, synchronous and asynchronous educational process, depending on the current needs of the educational institution. The relevance of the information tools used and the reduction of various kinds of costs (labor resources, time costs) during their implementation are emphasized. Particular attention is paid to issues of a financial nature, including the rationale for choosing a platform for the implementation of LMS based on commercial, free access or a system developed by its own resources. It is noted that the use of the SCORM, Tin Can and similar formats in the development of their own LMS may fade into the background if an educational institution has its own standards for electronic documents of open formats, such as XML. The need to build a quality control system for the implementation of the educational process in the development of your own LMS is shown. The distinguishing features are the possibility of generating multi-level reports and the formation of learning statistics, as well as the possibility of analytics, depending on the changing needs of an educational institution for monitoring and managing the educational process in a remote mode. It is noted that individually developed LMS, in contrast to open and commercial ones, have the ability to add their modules for the analysis of statistics. The article provides data on the effectiveness of using this tool for all target groups (faculty, students, administrative staff, legal representatives of students) and their impact on the overall organization of the management process in the system of higher and secondary vocational education.
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Yadav, Rajiv, Indu Sreedevi, and Daya Gupta. "Bio-Inspired Hybrid Optimization Algorithms for Energy Efficient Wireless Sensor Networks: A Comprehensive Review." Electronics 11, no. 10 (May 12, 2022): 1545. http://dx.doi.org/10.3390/electronics11101545.

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Researchers are facing significant challenges to develop robust energy-efficient clustering and routing protocols for Wireless Sensor Networks (WSNs) in different areas such as military, agriculture, education, industry, environmental monitoring, etc. WSNs have made an everlasting imprint on everyone’s lives. The bulk of existing routing protocols has focused on cluster head election while disregarding other important aspects of routing including cluster formation, data aggregation, and security, among others. Although cluster-based routing has made a significant contribution to tackling this issue, the cluster head (CH) selection procedure may still be improved by integrating critical characteristics. Nature-inspired algorithms are gaining traction as a viable solution for addressing important challenges in WSNs, such as sensor lifespan and transmission distance. Despite this, the sensor node batteries cannot be changed when installed in a remote or unsupervised area due to their wireless nature. As a result, numerous researches are being done to lengthen the life of a node span. The bulk of existing node clustering techniques suffers from non-uniform cluster head distribution, an imbalanced load difficulty within clusters, concerning left-out nodes, coverage area, and placement according to a recent study. Metaheuristic algorithms (DE, GA, PSO, ACO, SFO, and GWO) have the advantages of being simple, versatile, and derivation-free, as well as effectively utilizing the network’s energy resource by grouping nodes into clusters to increase the lifespan of the entire network. In this paper, we explore recently used hybridization techniques (DE-GA, GA-PSO, PSO-ACO, PSO-ABC, PSO-GWO, etc.) for bio-inspired algorithms to improve the energy efficiency of WSNs. This paper also discusses how critical issues can be addressed by speeding up the implementation process, how more efficient data can be transferred, as well as how energy consumption can be reduced by using bio-inspired hybrid optimization algorithms.
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Radoyska, Pavlinka, and Nadezhda Spasova. "Remote FPGA Lab." International Journal of Web-Based Learning and Teaching Technologies 7, no. 4 (October 2012): 53–62. http://dx.doi.org/10.4018/jwltt.2012100105.

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In this paper the authors discus leading examples of the remote laboratory, based on FPGA. The architecture of Internet-accessible Automatic Test Equipment can be classified in two categories: internet-based ATE and ATE as a web service. The authors’ realization is based on the first architecture. Experiment management problems are discussed and some solutions, realised on user interface are presented.
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Jacquemod, Gilles, Michel Nowak, Eric Colinet, Nicolas Delorme, and François Conseil. "Novel architecture and algorithm for remote interrogation of battery-free sensors." Sensors and Actuators A: Physical 160, no. 1-2 (May 2010): 125–31. http://dx.doi.org/10.1016/j.sna.2010.03.041.

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Lai, Albert M., Justin B. Starren, David R. Kaufman, Eneida A. Mendonça, Walter Palmas, Jason Nieh, and Steven Shea. "The Remote Patient Education in a Telemedicine Environment Architecture (REPETE)." Telemedicine and e-Health 14, no. 4 (May 2008): 355–61. http://dx.doi.org/10.1089/tmj.2007.0066.

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Temple, Victoria. "The year education went remote." ITNOW 63, no. 2 (June 1, 2021): 15. http://dx.doi.org/10.1093/itnow/bwab037.

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Abstract It has been an academic year like no other for teachers, students and parents alike. Months of online teaching have left an enduring legacy and shown how IT and technology are changing education rapidly, writes Victoria Temple, Senior Press Officer at BCS.
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Taylor, Chris. "Remote Studio." Journal of Architectural Education 64, no. 1 (September 2010): 129–34. http://dx.doi.org/10.1111/j.1531-314x.2010.01106.x.

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Dissertations / Theses on the topic "Free Architecture for Remote Education"

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Yee, Susan 1966. "Building communities for design education : using telecommunication technology for remote collaborative learning." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8749.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Architecture, 2001.
Includes bibliographical references (p. 277-280).
The design studio, as both a learning environment and a social place, is one of the major components of architectural education. Traditionally, the studio has been considered a place for individual design work and one-on-one mentoring between an instructor and a student. With the integration of new information and telecommunication technologies, the nature of the design studio and the learning processes within it are being altered. This new landscape of the design studio offers opportunities for globally distributed collaborative work as well as new interpretations of design processes and studio practices. The technologies and the studio system are interwoven and their symbiotic relationships need to be understood if these technology-mediated long-distance collaborative design studios are to be common, valuable, and creative occurrences in architectural education. In this study, the consequences of integrating telecommunication technologies into the design studio are examined through ten cases. The new studios involve multidisciplinary design participants from separate and distant physical and social environments that are electronically connected for sharing design ideas, creating a common understanding of design practices, and co-constructing design objects. With technology use, changes occur in the studio's participants and relationships, the design content and processes, and the events and organization. I argue that the changes to the studio can create an enriched environment for design learning. The successive case studies represent a dynamic pedagogic strategy in which both students and teachers are active participants in constructing their new technology-mediated learning environment through creative experimentation. The findings of these cases provide a comprehensive description of the technical and social characteristics, conditions, and practices of remote collaborative design studios. In these new virtual design studios, there are rich opportunities for building innovative and effective communities for design education in which the traditional boundaries of time, culture, language, discipline, and institution are blurred and new configurations for design learning become possible.
by Susan Yee.
Ph.D.
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Καλαντζόπουλος, Αθανάσιος. "Αρχιτεκτονική συστημάτων για την [sic] διεξαγωγή εργαστηριακών πειραμάτων μέσω Διαδικτύου με έμφαση στην ψηφιακή επεξεργασία σήματος και εικόνας." Thesis, 2014. http://hdl.handle.net/10889/8438.

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Το αντικείμενο της διδακτορικής διατριβής αφορά στην ανάπτυξη μιας ευέλικτης και επεκτάσιμης αρχιτεκτονικής που θα αξιοποιηθεί στον σχεδιασμό συστημάτων για την διεξαγωγή πειραμάτων από απόσταση. Τα συστήματα αυτά αναφέρονται ως RLs (Remote Laboratories) και επιτρέπουν στους χρήστες να χειρίζονται απομακρυσμένα τον διαθέσιμο εργαστηριακό εξοπλισμό με σκοπό την διεξαγωγή πειραμάτων. Στην διεθνή βιβλιογραφία έχουν καταγραφεί σημαντικές ερευνητικές προσπάθειες που σχετίζονται με την ανάπτυξη RLs σε διάφορα γνωστικά αντικείμενα. Όμως ακόμη και σήμερα δεν έχει υιοθετηθεί από την επιστημονική κοινότητα κάποια κοινά αποδεκτή αρχιτεκτονική για την ανάπτυξη RLs. Αρχικά προτείνεται μια αρχιτεκτονική για την ανάπτυξη RLs η οποία ονομάζεται ARIAL (Architecture of Internet Accessible Laboratories) η οποία είναι ανεξάρτητη από το γνωστικό αντικείμενο των υποστηριζόμενων από απόσταση πειραμάτων. Η συγκεκριμένη αρχιτεκτονική είναι επίσης ανεξάρτητη τόσο από το υλικό (hardware) όσο και από το λογισμικό (software) που θα αξιοποιηθεί για την ανάπτυξη ενός RL. Η ARIAL αποτελείται από δύο δομικά στοιχεία, τον MWS (Main Web Server) και το WS (WorkStation). Ο MWS αναλαμβάνει κυρίως την διαχείριση των χρηστών και των διαθέσιμων WSs. Ενώ τα WSs που συνήθως βρίσκονται σε πολλαπλότητα, αναλαμβάνουν αποκλειστικά την διεξαγωγή των υποστηριζόμενων από απόσταση πειραμάτων. Η επικοινωνία μεταξύ του MWS και των WSs επιτυγχάνεται μέσω μιας βάσης δεδομένων που επιτρέπει την πρόσβαση μέσω διαδικτύου. Επομένως, τα WSs μπορούν να εγκατασταθούν σε οποιαδήποτε γεωγραφική τοποθεσία επιτρέποντας την ανάπτυξη ομοσπονδιακών RLs. Όμως το σημαντικότερο χαρακτηριστικό της προτεινόμενης αρχιτεκτονικής το οποίο συμβάλει αποφασιστικά στην βιωσιμότητα ενός RL, είναι η υποστήριξη από απόσταση πειραμάτων που έχουν σχεδιαστεί και υλοποιηθεί από τους χρήστες. Με στόχο την επιβεβαίωση της ARIAL προτείνεται ένα RL στην ψηφιακή επεξεργασία σήματος με DSPs που ονομάζεται R-DSP Lab (Remote Digital Signal Processors Laboratory). Το R-DSP Lab παρέχει στους χρήστες την δυνατότητα είτε να διεξάγουν ένα από τα προκαθορισμένα από απόσταση πειράματα είτε να επιβεβαιώσουν την ορθή λειτουργία μιας DSP εφαρμογής που ανέπτυξαν οι ίδιοι. Το συγκεκριμένο RL επιτρέπει επίσης την ανάπτυξη από απόσταση πειραμάτων από τους χρήστες. Στην περίπτωση αυτή οι χρήστες εκτός από την DSP εφαρμογή που επιθυμούν, θα πρέπει να υλοποιήσουν και το GUI (Graphical User Interface) που αναλαμβάνει τον απομακρυσμένο έλεγχο της παραπάνω DSP εφαρμογής. Κατά την διεξαγωγή οποιουδήποτε από τα παραπάνω απόσταση πειράματα οι χρήστες μέσω μιας κατάλληλα σχεδιασμένης ιστοσελίδας έχουν την δυνατότητα να ελέγχουν απομακρυσμένα τα διαθέσιμα εργαστηριακά όργανα. Στην συνέχεια προτείνεται ένα RL στην ψηφιακή επεξεργασία εικόνας με DSPs που ονομάζεται R-DImPr Lab (Remote Digital Image Processing Laboratory). Το συγκεκριμένο RL επιτρέπει την επιβεβαίωση μιας DSP εφαρμογής που αναπτύχθηκε από τον χρήστη αξιοποιώντας το API (Application Program Interface) του R-DImPr Lab. Η DSP εφαρμογή αναλαμβάνει την ψηφιακή επεξεργασία εικόνων που λαμβάνονται από τον διαθέσιμο αισθητήρα εικόνας. Κατά την διεξαγωγή του από απόσταση πειράματος ο χρήστης μέσω της ιστοσελίδας του RL αφού επιλέξει τις ρυθμίσεις του αισθητήρα εικόνας, έχει την δυνατότητα να παρατηρήσει τόσο στην αρχική όσο και στην επεξεργασμένη εικόνα. Με σκοπό την διεύρυνση των δυνατοτήτων του R-DimPr Lab σχεδιάστηκε και αναπτύχθηκε ένα σύστημα επεξεργασίας εικόνας με DSPs το οποίο παρέχει στους χρήστες την δυνατότητα να διεξάγουν από απόσταση πειράματα ελέγχοντας απομακρυσμένα, τόσο την λειτουργία της αντίστοιχης DSP εφαρμογής όσο και την θέση του αισθητήρα εικόνας. Ο έλεγχος της θέσης του αισθητήρα εικόνας επιτυγχάνεται μέσω ενός μηχανισμού κίνησης που βασίζεται σε δύο βηματικούς κινητήρες και επιτρέπει την περιστροφή του αισθητήρα εικόνας σε δύο άξονες. Επιπρόσθετα, διερευνείται η δυνατότητα ανάπτυξης από απόσταση πειραμάτων στην ψηφιακή επεξεργασία εικόνας με DSPs από τους χρήστες αξιοποιώντας το R-DSP Lab. Τέλος, προτείνεται ένα RL στην αρχιτεκτονική των υπολογιστών που επιτρέπει στους χρήστες να προγραμματίσουν σε assembly μια από τις δύο διαθέσιμες CPUs (Central Processing Units). Κατά την διαδικασία επιβεβαίωσης, αρχικά φορτώνεται στο FPGA (Field Programmable Gate Array) της διαθέσιμης αναπτυξιακής πλατφόρμας η υλοποίηση του συστήματος που βασίζεται στην επιλεγμένη CPU. Στην συνέχεια μέσω του GUI της ιστοσελίδας του προτεινόμενου RL, οι χρήστες έχουν την δυνατότητα να παρατηρήσουν βήμα προς βήμα τις μικρο-λειτουργίες που λαμβάνουν χώρα στην επιλεγμένη CPU κατά την εκτέλεση του προγράμματος.
The subject of this Ph.D. dissertation deals with the development of a flexible and expandable architecture which will be exploited in the design of systems for the conduction of remote experiments. These systems are referred as RLs (Remote Laboratories) and allow the users to handle remotely the available laboratory equipment in order to perform remote experiments. Significant scientific efforts which deal with the development of RLs in several cognitive fields, have been documented in the international literature. However, even today a commonly accepted architecture for the development of RLs has not been adopted by the scientific community. At the beginning, an architecture for the development of RLs which is called ARIAL (ARchitecture of Internet Accessible Laboratories) and is independent of the cognitive field of the supported remote experiments, is proposed. This architecture is also independent of both the hardware and the software which will be utilized for the development of the corresponding RL. The ARIAL consists of two structural elements, the MWS (Main Web Server) and the WS (WorkStation). The MWS undertakes the management of the users and the available WSs. Each one of the multiple WSs is exclusively responsible for the conduction of the supported remote experiments. The communication between the MWS and the WSs is achieved through an internet accessible database. Therefore, the WSs can be installed in any geographic location allowing the development of federal RLs. However, the most important feature of the proposed architecture which contributes decisively to the sustainability of a RL, is the support of remote experiments designed and implemented by the users. In order to confirm the ARIAL, this Ph.D. dissertation also proposes a RL in digital signal processing with DSPs which is called R-DSP Lab (Remote Digital Signal Processors Laboratory). The R-DSP Lab provides the users with the ability either to perform one of the predefined remote experiments or to confirm the operation of a DSP application which is developed by them. In addition, the proposed RL allows the development of remote experiments by the users. In this case, the users implement offline both the desired DSP application and the GUI (Graphical User Interface) which undertakes the remote control of the above DSP application. During the conduction of the above remote experiments, the users are able to remote control the available laboratory instruments through a carefully designed web page. Subsequently, a RL in digital image processing with DSPs which is called R-DImPr Lab (Remote Digital Image Processing Laboratory), is also proposed. This RL allows the verification of a DSP application developed by the user utilizing the API (Application Program Interface) of R-DImPr Lab. The DSP application undertakes the digital process of images which are captured by the available image sensor. During the conduction of the remote experiment, the user through the web page of the proposed RL, selects the parameters of the image sensor and observes both the original and the processed image. In order to expand the features of the R-DImPr Lab, a digital image processing system based on DSPs was designed and developed. This system allows the users to perform remote experiments by controlling remotely both the DSP application and the position of the image sensor. The control of the image sensor’s position is achieved through a motion actuator which is based on two stepper motors and allows the rotation of the image sensor in two axes. In addition, this Ph.D. dissertation explores the possibility of the development of remote experiments in digital image processing with DSPs by the users utilizing the features of the R-DSP Lab. Finally, a RL in computer architecture which allows the users to program in assembly language one of the two available CPUs (Central Processing Units), is proposed. During the verification process, the implementation of the system which is based on the selected CPU, is loaded into the FPGA (Field Programmable Gate Array) of the available development platform. The users through the GUI of the proposed RL’s web page, are able to observe the micro-operations which take place in the selected CPU during the step by step program execution.
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Books on the topic "Free Architecture for Remote Education"

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Canada. Human Resources Development Canada. and British Columbia. Ministry for Children and Families., eds. Supported child care: Enhancing accessibility : a resource manual for communities, child-care settings, and child-care providers. Victoria, BC: Human Resources Development Canada, 1997.

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Building Bulletin. Stationery Office Books, 1999.

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( " If free muslims kill a slave , the killer must not be killed , Hijab is not a must on slaved women , and 20 other rules differ between the free and slaved " ) ( 170 of prophet Mohammed sayings ). Samir Sohadi, 2022.

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HMSO. Designing for Pupils With Special Educational Needs: Special Schools (Building Bulletin, No 77). Bernan Press, 1992.

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Supported child care: Enhancing accessibility : A resource manual for communities, child-care settings, and child-care providers. Ministry for Children and Families, 1997.

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Williams, S. C. Gender. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199683710.003.0020.

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Ministerial training throughout the nineteenth century was dogged by persistent uncertainties about what Dissenters wanted ministers to do: were they to be preachers or scholars, settled pastors or roving missionaries? Sects and denominations such as the Baptists and Congregationalists invested heavily in the professionalization of ministry, founding, building, and expanding ministerial training colleges whose pompous architecture often expressed their cultural ambitions. That was especially true for the Methodists who had often been wary of a learned ministry, while Presbyterians who had always nursed such a status built an impressive international network of colleges, centred on Princeton Seminary. Among both Methodists and Presbyterians, such institution building could be both bedevilled and eventually stimulated by secessions. Colleges were heavily implicated not just in the supply of domestic ministers but also in foreign mission. Even exceptions to this pattern such as the Quakers who claimed not to have dedicated ministers were tacitly professionalizing training by the end of the century. However, the investment in institutions did not prevent protracted disputes over how academic their training should be. Many very successful Dissenting entrepreneurs, such as Charles Haddon Spurgeon, Thomas Champness, William Booth, and Adoniram Judson Gordon, offered unpretentious vocational training, while in colonies such as Australia there were complaints from Congregationalists and others that the colleges were too high-flying for their requirements. The need to offer a liberal education, which came to include science, as well as systematic theological instruction put strain on the resources of the colleges, a strain that many resolved by farming out the former to secular universities. Many of the controversies generated by theological change among Dissenters centred on colleges because they were disputes about the teaching of biblical criticism and how to resolve the tension between free inquiry and the responsibilities of tutors and students to the wider denomination. Colleges were ill-equipped to accommodate theological change because their heads insisted that theology was a static discipline, central to which was the simple exegesis of Scripture. That generated tensions with their students and caused numerous teachers to be edged out of colleges for heresy, most notoriously Samuel Davidson from Lancashire Independent College and William Robertson Smith from the Aberdeen Free Church College. Nevertheless, even conservatives such as Moses Stuart at Andover had emphasized the importance of keeping one’s exegetical tools up to date, and it became progressively easier in most denominations for college teachers to enjoy intellectual liberty, much as Unitarians had always done. Yet the victory of free inquiry was never complete and pyrrhic in any event as from the end of the century the colleges could not arrest a slow decline in the morale and prospects of Dissenting ministers.
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Book chapters on the topic "Free Architecture for Remote Education"

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Wang, Ning, Qianlong Lan, Xuemin Chen, Gangbing Song, and Hamid Parsaei. "A Novel Mobile-Optimized Remote Laboratory Application Architecture." In Development of a Remote Laboratory for Engineering Education, 38–43. Boca Raton, FL : CRC Press, [2020] | Series: Technology guides. Advancing capacity building in contemporary organizations: CRC Press, 2020. http://dx.doi.org/10.1201/9780429326455-4.

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Orduña, Pablo, Javier Garcia-Zubia, Luis Rodriguez-Gil, Ignacio Angulo, Unai Hernandez-Jayo, Olga Dziabenko, and Diego López-de-Ipiña. "The WebLab-Deusto Remote Laboratory Management System Architecture: Achieving Scalability, Interoperability, and Federation of Remote Experimentation." In Cyber-Physical Laboratories in Engineering and Science Education, 17–42. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76935-6_2.

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Jost, Patrick, and Monica Divitini. "From Paper to Online: Digitizing Card Based Co-creation of Games for Privacy Education." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 178–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_14.

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AbstractEducation is rapidly evolving from co-located settings to remote and online learning. However, many proven educational tools are designed for collaborative, co-located classroom work. Effective sketching and ideating tools, such as card-based workshop tools, cannot be applied in remote teaching.This paper explores how the paper-based card and playboard metaphor can be digitized for remote student co-creation via video call sessions. Therefore, a card-based toolkit for co-creating educational games is transformed into a digital representation for remote application. In a between-subject trial with two university student groups (n = 61), it is investigated how users perceive ideation/balancing support and applicability of the technology-enhanced card toolset compared to the paper-based variant. Both groups thereby created an analytic game concept for privacy education.The results remarkably revealed that remote co-creation using the technology-enhanced card and playboard in video call sessions was perceived as significantly more supportive for ideation and game concept balancing. Students also felt more confident to apply the digitized card toolset independently while being more satisfied with their created game concepts. The designed educational game concepts showed comparable patterns between the groups and disclosed the students’ preferences on how games for privacy education should be designed and when and where they would like to play them. Conclusively, design implications for digital card ideation toolsets were synthesized from the findings.
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Yi, Zhang, Du Chao, Dong Ge, and Zhang Fan. "To Construct the Architecture of Digital Learning Port for Free Normal Students and Analyze the Impact on Teacher Education." In Entertainment for Education. Digital Techniques and Systems, 288–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14533-9_29.

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Basile, Carole G. "Arizona State University: A Learning Enterprise Supporting P-12 Education in the COVID-19 Pandemic." In Knowledge Studies in Higher Education, 287–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_19.

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AbstractAlthough no one was fully prepared for a pandemic in 2020, Arizona State University was ready and able to respond. As the COVID-19 virus began to spread across the world, ASU began moving university students to remote learning environments. As K-12 schools began to close across the nation, ASU disseminated elementary- and secondary-level educational resources and created hybrid learning opportunities for students of all ages.Three distinct categories of action defined the university’s response to COVID-19: Direct provision of education to P-12 learners Provision of human and intellectual capital (people and ideas) to P-12 schools Curation and provision of free educational resources to learners, families, and schools Many of the existing long-term commitments being pursued by various ASU units had helped the university develop capabilities that could immediately be applied to help elementary and secondary learners and the education professionals serving them during the pandemic. Some of the immediate responses accelerated the university’s efforts to pursue long-term actions that could help both schools and P-12 students and families integrate remote learning and instruction into effective education models.ASU responded rapidly to the educational challenges COVID-19 presented because the university had a high degree of institutional readiness in at least three key areas of operational excellence and organizational culture: A core set of preexisting commitments and functional capabilities in the area of technology-enhanced instruction Strong existing partnerships with P-12 schools An institutional vision to universal learning that demands a university be ready and able to deliver instruction to all learners across many modalities This chapter only represents a moment in time, the beginning of the pandemic, and the actions taken to support and ameliorate consequences. Since this time, much has happened.
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Basile, Carole G. "Arizona State University: A Learning Enterprise Supporting P-12 Education in the COVID-19 Pandemic." In Knowledge Studies in Higher Education, 287–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_19.

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AbstractAlthough no one was fully prepared for a pandemic in 2020, Arizona State University was ready and able to respond. As the COVID-19 virus began to spread across the world, ASU began moving university students to remote learning environments. As K-12 schools began to close across the nation, ASU disseminated elementary- and secondary-level educational resources and created hybrid learning opportunities for students of all ages.Three distinct categories of action defined the university’s response to COVID-19: Direct provision of education to P-12 learners Provision of human and intellectual capital (people and ideas) to P-12 schools Curation and provision of free educational resources to learners, families, and schools Many of the existing long-term commitments being pursued by various ASU units had helped the university develop capabilities that could immediately be applied to help elementary and secondary learners and the education professionals serving them during the pandemic. Some of the immediate responses accelerated the university’s efforts to pursue long-term actions that could help both schools and P-12 students and families integrate remote learning and instruction into effective education models.ASU responded rapidly to the educational challenges COVID-19 presented because the university had a high degree of institutional readiness in at least three key areas of operational excellence and organizational culture: A core set of preexisting commitments and functional capabilities in the area of technology-enhanced instruction Strong existing partnerships with P-12 schools An institutional vision to universal learning that demands a university be ready and able to deliver instruction to all learners across many modalities This chapter only represents a moment in time, the beginning of the pandemic, and the actions taken to support and ameliorate consequences. Since this time, much has happened.
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Ožvoldová, Miroslava, and Franz Schauer. "Remote Experiments in Freshman Engineering Education by Integrated e-Learning." In Internet Accessible Remote Laboratories, 60–83. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-186-3.ch004.

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In this chapter, we present the outlines of the remote laboratory integrated in the INTe-L system, using the Internet School Experimental System (ISES) as hardware and an ISES WEB Control kit as software. We suggest an architecture for implementing remote laboratories, with data transfer across the Internet, based on standard and reusable ISES modules as hardware and Java supported ISES software. The Learning Management System (LMS) MOODLE turns out to be a highly effective means of organization of physics courses. The first experience on teaching units Free fall (http://remotelab4.truni.sk), Simple Pendulum (http://remotelab5.truni.sk), and Natural and driven oscillations (www.ises.info – see Remote laboratory) is presented.
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da Silva, Isabela Nardi, Josiel Pereira, Juarez B. Silva, and Simone Bilessimo. "Remote Laboratories for Engineering Education." In Engineering Education Trends in the Digital Era, 177–95. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2562-3.ch008.

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The VISIR+ project was an international collaboration project for the dissemination of the remote laboratory VISIR, a tool to support teaching the theory and practice of electrical and electronic circuits. The initiative was first disseminated in Europe, and Latin American countries such as Brazil followed. This chapter essentially aims to discuss the experience of the Federal University of Santa Catarina in Brazil with the VISIR+ project. Various approaches were used for the dissemination of the initiative, including free courses for high school students, teacher training, and the creation of a virtual environment to discuss and share lesson plans that used the remote laboratory VISIR on their plots. In conclusion, the experience was observed as excellent for the institution and there was no reason to put the project ideas aside. After participating in the project, it becomes a challenge to ensure its sustainability.
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Gierlowski, Krzysztof, and Krzysztof Nowicki. "A Novel Architecture for E-Learning Knowledge Assessment Systems." In Web-Based Education, 1870–88. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch124.

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In this article we propose a novel e-learning system, dedicated strictly to knowledge assessment tasks. In its functioning it utilizes web-based technologies, but its design differs radically from currently popular e-learningsolutions which rely mostly on thin-client architecture. Our research proved that such architecture, while well suitedfor didactic content distribution systems is ill-suited forknowledge assessment products. In our design we employed loosely-tied distributed system architecture, strict modularity, test and simulation-based knowledge and skillassessment and an our original communications package called Communication Abstraction Layer (ComAL), specifically designed to support communication functions ofe-learning systems in diverse network conditions (including offline environment).The system was tested in production environment on Faculty of Electronics, Telecommunications and Informatics, Technical University of Gdansk with great success, reducing staff workload and increasing efficiency of didactic process. Tests also showed system’s versatility as the system was deployed in environments of classroom, remote, and blended learning.
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Lim, Mian-Guan, Sining Wu, Tomasz Simon, Md Rashid, and Na Helian. "Personal Storage Grid Architecture." In Evolving Developments in Grid and Cloud Computing, 97–109. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0056-0.ch007.

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On-demand cloud applications like online email accounts and online virtual disk space are becoming widely available in various forms. In cloud applications, one can see the importance of underlying resources, such as disk space, that is available to the end-user but not easily accessible. In the authors’ study, a modern file system developed in linux is proposed, which enables consuming of cloud applications and making the underlying disk space resource available to the end-user. This system is developed as a web service to support cross operation system support. A free online mail account was used to demonstrate this solution, and an IMAP protocol to communicate with remote data spaces was used so that this method can mount onto any email system that supports IMAP. The authors’ definition of infinite storage as the user is able to mount file systems as a single logical drive.
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Conference papers on the topic "Free Architecture for Remote Education"

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Traore, Soin Abdoul Kassif Baba, Maria Valero, and Amy Gruss. "Secure Cloud-based IoT Water Quality Gathering for Analysis and Visualization." In 2022 KSU CONFERENCE ON CYBERSECURITY EDUCATION, RESEARCH AND PRACTICE. Kennesaw State University, 2022. http://dx.doi.org/10.32727/28.2023.11.

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Water quality refers to measurable water characteristics, including chemical, biological, physical, and radiological characteristics usually relative to human needs. Dumping waste and untreated sewage is the reason for water pollution and several diseases to the living hood. The quality of water can also have a significant impact on animals and plant ecosystems. Therefore, keeping track of water quality is a substantial national interest. Much research has been done for measuring water quality using sensors to prevent water pollution. In summary, those systems are built based on online and reagent-free water monitoring SCADA systems in wired networks. However, centralized servers, transmission protocols, and data access can present challenges and disadvantages for those systems. This paper proposes a secure Cloud-based IoT water quality gathering architecture for water quality analysis and visualization to address the limitations of the current systems. The proposed architecture will send, analyze and visualize water quality data in the Cloud by utilizing specialized sensors and IoT-based gateways to capture water measurements (Dioxygen concentration, and temperature, among others). Then, they communicate securely to the Cloud-based server through a high-speed wireless network. We evaluated the performance of the proposed framework on a process-oriented approach to success metrics for cyberinfrastructures. The experiments were conducted in a laboratory and focused on network security and resiliency, the IoT prototype performance in dropping real-time data transmission, and remote access. The results demonstrate higher data collection and transmission effectiveness with minimal data loss and low energy usage over time. The accompanying cloud-based platform provided the flexibility needed for water quality monitoring and laboratory studies.
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Murray, Steve, David Lowe, Euan Lindsay, Vladimir Lasky, and Dikai Liu. "Experiences with a hybrid architecture for remote laboratories." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720332.

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Hardison, James L., Kimberly DeLong, Philip H. Bailey, and V. Judson Harward. "Deploying interactive remote labs using the iLab Shared Architecture." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720536.

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Nowak, M., N. Delorme, F. Conseil, and G. Jacquemod. "A novel architecture for remote interrogation of wireless battery-free capacitive sensors." In 2006 13th IEEE International Conference on Electronics, Circuits and Systems. IEEE, 2006. http://dx.doi.org/10.1109/icecs.2006.379685.

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Voicu, Vladimir, Dorin Petreus, Emil Cebuc, and Radu Etz. "Industrial IoT (IIOT) Architecture for Remote Solar Plant Monitoring." In 2022 21st RoEduNet Conference: Networking in Education and Research (RoEduNet). IEEE, 2022. http://dx.doi.org/10.1109/roedunet57163.2022.9921045.

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Vanegas Guillén, Oswaldo Andrés, Javier Muñoz Antón, Juan González García, and Carlos Dillon Vera. "THERMOLABO: AN IOT BASED ARCHITECTURE FOR THERMAL FLUIDS REMOTE LABORATORY." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1399.

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Nayak, Shriguru, Prashanth Vakrani, Amruta Purohit, and G. N. Srinivasa Prasanna. "Remote Triggered Lab for Robotics: Architecture, Design and Implementation Challenges." In 2014 IEEE Sixth International Conference on Technology for Education (T4E). IEEE, 2014. http://dx.doi.org/10.1109/t4e.2014.24.

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Daros, Marina Rocha, Joao Paulo Cardoso de Lima, Willian Rochadel, Juarez Bento Silva, and Jose Schardosim Simao. "Remote experimentation in basic education using an architecture with Raspberry Pi." In 2015 3rd Experiment International Conference (exp.at'15). IEEE, 2015. http://dx.doi.org/10.1109/expat.2015.7463218.

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Rosner, Daniel, Dumitru-Cristian Tranca, Razvan Tataroiu, Adrian Cristian Petrescu, and Dan Iorga. "HeartFelt - Replicable and accurate ECG sensor architecture for real-time remote monitoring." In 2014 Joint Networking in Education and Research Conference (RoEduNet/RENAM). IEEE, 2014. http://dx.doi.org/10.1109/roedunet-renam.2014.6955316.

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Buffardi, Kevin. "Comparing Remote and Co-located Interaction in Free and Open Source Software Engineering Projects." In ITiCSE '17: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3059009.3059019.

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Reports on the topic "Free Architecture for Remote Education"

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Mazorchuk, Mariia S., Tetyana S. Vakulenko, Anna O. Bychko, Olena H. Kuzminska, and Oleksandr V. Prokhorov. Cloud technologies and learning analytics: web application for PISA results analysis and visualization. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4451.

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This article analyzes the ways to apply Learning Analytics, Cloud Technologies, and Big Data in the field of education on the international level. This paper provides examples of international analytical researches and cloud technologies used to process the results of those researches. It considers the PISA research methodology and related tools, including the IDB Analyzer application, free R intsvy environment for processing statistical data, and cloud-based web application PISA Data Explorer. The paper justifies the necessity of creating a stand-alone web application that supports Ukrainian localization and provides Ukrainian researchers with rapid access to well-structured PISA data. In particular, such an application should provide for data across the factorial features and indicators applied at the country level and demonstrate the Ukrainian indicators compared to the other countries’ results. This paper includes a description of the application core functionalities, architecture, and technologies used for development. The proposed solution leverages the shiny package available with R environment that allows implementing both the UI and server sides of the application. The technical implementation is a proven solution that allows for simplifying the access to PISA data for Ukrainian researchers and helping them utilize the calculation results on the key features without having to apply tools for processing statistical data.
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